Have You "Heart" About It???

Dissection is Amazing!

Hello Parents! I hope that you already know about the really exciting things we have been doing in the science classroom from your child! We have had so much fun! The week of April 29th we focused on the circulatory system. We tested our heart rates, studied the parts of the heart and how the heart muscle pumps oxygenated blood to every cell in our bodies. To apply our knowledge of the heart and circulatory system we had an obstacle course. We were the blood cells as they passed through the vena cava, atriums, ventricles, lungs and out the aorta to the rest of the body. Your children climbed through tunnels of the veins and arteries and jumped from chamber to chamber to illustrate the movement of blood through the circulatory system. This was so much fun! Mr. Hoover and I had the best day with every one of our students!

This week we dissected a frog to gain a better understanding of our own body systems. A frog is commonly used for dissection because we share so many of the same body systems. Frogs have a skeletal, nervous, muscular, digestive, circulatory, respiratory and reproductive system. We share these systems and it was really exciting to actually observe these organs and organ systems to discover how they fit together in the chest cavity. The students were also amazed by the connective tissue. They were really surprised that the connective tissue was so thin and clear yet so strong! We found many fascinating foods in the stomach of the frogs. There were insects, a mouse or vole and lots of chyme (partially digested food). I spoke with the students about respecting the organism that we are dissecting. We talked about "unwrapping" the organism for learning and understanding, not slicing or tearing the tissue. I was so proud of every student for actually comprehending the true meaning of dissection. I had a classroom of students who were focused and engaged for the whole dissection process. Today I had a reflection on the frog dissection activity and I had a few students who stated that they were interested in becoming surgeons (I have goose bumps!).

I would like to extend a HUGE thank you to every seventh grade student at CSD! You handled this situation with dignity and maturity. I just love you all and appreciate how hard you work in the science classroom! I would also like to thank Mr. Hoover. Mr. Hoover and I have been co-teaching so Mrs. VonCanon, Ms. Kreit, and Ms. Alter can have intensive math and language arts instruction. Mr. Hoover was not excited about dissection at all and had limited experience with dissection but he rose to the occasion with a professionalism and humor! Thank you!

Just Breathe!

SCIENCE
The Human Body Seminar and Respiratory System

This week we were honored to have three AMAZING guest speakers for the Human Anatomy Seminar.

Amy Vance is Kevin Yascur's aunt and the Chief Operating Officer of Presbyterian Hospital. She brought in organ tissue samples of the heart and lungs. Your children were able to observe a lung that had cancer, a lung that that emphysema, and a healthy lung. They also observed the human heart. It was an amazing opportunity! Ms. Vance also explained how many tests are preformed such as a MRI and CAT scan. Ms. Vance reviewed the respiratory system and the circulatory system. Your children impressed me with their retention of the respiratory system!

Pam Black is Bailey Black's mother. Ms. Black is employed at CMC as the Nurse Manager for the Special Events Department. She has a wide range of nursing experience and was willing to share it with your children! Ms. Black spoke about how chemistry & math are used in pharmacology, drug compounding & dosing, toxicology and statistics in research, This was wonderful as it proved how useful science and math are in medical careers!

Audrey Stasky is a teacher at CSD. Before her teaching career Ms. Stasky was a histologist. Histologists are involved in biological science that studies the structure of human, animal and plant tissues. Histologists study muscles, bones, nervous tissue, blood, liver, lungs, heart, ears and eyes. They study the organization of tissues at all levels, from the whole organ down to the molecular components of cells. Ms. Stasky shared her various experiments with the students. Ms. Statsky explained that some of her experiments gave data to research physicians that could save millions of lives.

I would like to extend an enormous thank you to all three women who shared their vast knowledge and talents with our children. We are so fortunate to have such wonderful people in our community who can help guide that way and explore many types of career opportunities for our seventh grade students to find their passion!

The respiratory system was the main focus this week in class. We had three very exciting lab activities this week. We tested our lung capacity by blowing into a plastic bottle submerged in water. This was a really fun and enlightening activity. We were able to see that your life style had a direct correspondence to our lung health through this cavity! We also made models of the respiratory system with plastic bottles, balloons and plastic wrap. The students were able to move the lungs and observe how the diaphragm works to exchange gases in the lungs! We also tested our breathe to determine if it was basic or acidic. Please take a moment to ask your child about acids, bases, pH, and how our lungs work this weekend!

MATH
The Art of Solving Word Problems

I have found that there are three major components that hold kids back when solving complex, multi-step word problems:
• Not comprehending what the problem is asking
• Lack of organizational skills
• Not following the problem all the way through to its conclusion

In his book, Comprehending Math, Arthur Hyde outlines a terrific method for addressing these concerns. It is through the use of a graphic organizer strategy entitled KWC. K represents what we “know for sure”, W represents what we “want to know”, and C represents any special “conditions”, tricks, or other things to remember in order to solve the problem. Click here to see a visual.

I absolutely LOVE this method as it forces kids to SLOW DOWN, an all too common problem amongst many students. They read the problem quickly, and then without really taking time to ingest the information stated within the problem, they jump right into “solution-mode.” Many times they have misread the problem which results in erroneous solutions due to the fact that they didn’t answer what was being asked. Or often in their haste to get through to the “answer”, they only partially complete all of the necessary steps required in order to arrive at the correct answer. Test makers are smart and tricky. You can bet your bottom dollar that at least one of those answer choices will be some of the steps along the way to the correct solution!

I also love KWC because on top of forcing them to slow down, it also provides an extremely helpful visual aid for organizing information. Many kids are not what I would call natural organizers. However this is definitely a skill that can be acquired through practice. As you can imagine, I am catching a little bit of grief from the kids because of the “work” involved to solve one problem, but I truly believe that over the course of time, they will see the benefits of “frontloading.” In other words, the more time they spend upfront, the less likely they are to arrive at an erroneous conclusion.

To see this process in action, please visit the samples that can be found in your child’s math daybook. Also, as your child works through the study guide at home, hold him/her accountable for using this method, particularly when they seem stumped by a word problem. Chances are this method will slow them down, deepen their understanding of the problem, and then get them on the right path without much guiding required from you!  Happy problem-solving!

Be sure to check out the great Problem-Solving and Test-Taking resources found on my website by clicking here!

EOG Study Guide Reminder:
Assignment for this week: Algebra Pdf Pg. 30-36; 46-47 Due April 22nd.
Click here to access the EOG Study Guide, Answer Sheets, and Answer Keys.

If I Only Had A Brain... Oh, Wait... I do, and it's INCREDIBLE!

SCIENCE
The central nervous system continues to be our focus area in science. We had three rotation stations in science this week to understand some very complicated concepts. We created a model of the brain out of play dough. The Brian Model, station 1, required the students to create the cerebral cortex, cerebellum, medulla, and brain stem out of play dough. The students had to discuss the functions of each part of the brain with their group members when they completed the model. I listened to some wonderful peer teaching! Station 2, Pipe Cleaner Neuron, demonstrated the structure of a neuron by created the dendrites, axon, cell body and myelin sheath out of pipe cleaners and arranging them to show how neurons transmit messages and form new connections. Connecting The Neurons, station 3, turned out to be one of the most informative stations. We connected ten neurons to ten other neurons with ten different colors. This allowed the students to observe how connected nerves are with each other. When one nerve cell dies, thousands of other nerve cells are effected. We were able to discuss behaviors that would kill a nerve cell (brain trauma, drug and alcohol abuse) and show how they would damage the neuron connections that are essential for a healthy brain.

Your children were given a sleep data collection sheet with a dream journal on the reverse side. Next week we are focusing on dreams and sleep. We will be discussing why the body needs to sleep and how essential it is for young adults to have adequate sleep for healthy growth and development.

SPECIAL PRESENTATION

On March 31 we had the honor of Xander Picot's father, Dr. Picot, who gave a seminar to our seventh grade class on the human brain. We are so fortunate to have so many wonderful parents at CSD! I am very grateful to Dr. Picot for creating an amazing presentation and donating his time and astounding intellectual resources to our central nervous system unit. This is an amazing opportunity for our children at CSD! I have included a brief description of Dr. Picot below.
FRANÇOIS PICOT, MD
François Picot was born in Paris, France, in 1962. He moved with his family to the United States when he was six years old, settling in New York City after a year in Nantucket, Massachusetts. After graduating from Drew University in New Jersey, he attended the Tulane University School of Medicine in New Orleans. His one-year medical internship and three-year neurology residency was at the University of Maryland Medical Center, Baltimore, and his two-year neuromuscular fellowship was completed at SUNY/Stony Brook, New York. François practiced neurology in Florida for 4 years before moving to North Carolina, where he has practiced at Northeast Neurology in Concord for the past 10 years. He is currently the Assistant Medical Director of Northeast Neurology. His special interests are general neurology and neuromuscular disorders. François enjoys tennis, golf, swimming, biking, the New York Yankees, and especially spending time with his wife and three sons.


MATH
Check out the newest page to Mrs. V's math website by clicking here! This page is chock full of information about the NC EOG in math as well as other great resources for problem-solving and test-taking. Hope this helps!

Breaking It Down...

SCIENCE
What did you eat for breakfast? Do know how that food travels through your digestive system? Do you how long it takes for food to make the complete journey through the digestive system? Please ask your child! They know all these answers and more! We created a model of the digestive system this week. Your child used a gallon bag, flexible 5 foot tube, pantie hose and pan to simulate a working digestive system. Our model ate oatmeal and milk for breakfast and we helped the peristalsis with our hand muscles as the food traveled from the stomach to the anus. What was new and really impressive was the laboratory investigation format. I usually provide the background information, procedure, and analysis questions for the students to answer. This week they applied all their knowledge on the digestive system to create the entire lab investigation on their own. I was amazed at the quality of work they exhibited! The analysis questions were very thoughtful and required application of knowledge on the digestive system. They have these lab investigations in their math/science binders. Please take an opportunity to read these with your children!

We began investigating the central nervous system this week with rotation stations. We had a station on optical illusions, testing reflexes, and mapping your brain with color. These were really interactive activities that began a flow of questions about the human brain, nerves, and senses. The begin to understand the central nervous system we also completed an outline extracting information on the central nervous system from a book called The Human Body from Time books. This was full of interesting facts and information on the complexity of the brain and how the brain functions. We will continue to explore the central nervous system next week in science class!

MATH
This week we worked on getting those formulas for surface area and volume into our long term memories! This is done through rehearsal. Marilee Sprenger, renowned brain-based learning specialist, educator, and researcher suggests that “Learning something – that is – getting that ‘aha’ moment – isn’t enough for attaining memory and transfer. We need our students to practice past perfection to ensure that the memory connections are permanent.” She also says that “Memories must be rehearsed in multiple ways to store them in many areas of the brain.” In the past few weeks, I have tried to incorporate ALL learning styles and as many of Gardner’s multiple intelligences into our learning experiences as possible. We have created various 3-D shapes using manipulatives. We have analyzed their properties using solid models. We have recoded this information by talking to each other (interpersonal intelligence) and by writing reflections (intrapersonal intelligence) in our daybooks. We have used the tools of music, movement, and rhythm to involve our emotions and enhance our learning. We have worked on committing formulas to memory and practiced formatting through the repetition of solving surface area and volume problems. Now it is your child’s turn to take his/her own learning into his/her own hands! On Thursday, we brainstormed various ways to “study” for this test. Here is a sampling of some of the ideas given in class:
• Make a PowerPoint to review all important information (vocabulary, formulas, etc). Use this PowerPoint to test memory by using the animation feature so that formulas or answers appear once the viewer has had time to think. (Visual)
• Download and print off flashcards from Mrs. V’s website OR make flashcards of their own! Use these flashcards to test memory of information. This is particularly effective when done prior to going to sleep. (Visual and auditory if talking aloud is added to processing).
• Download songs and lyrics. Repeatedly listen to song and view lyrics until they are committed to memory. Make up a dance or listen as they go on a walk or jog. (Auditory, visual, and kinesthetic)
• Play a game of “Horse” but instead use formulas and vocabulary. (Auditory and kinesthetic)
• Have someone else quiz me on information. (Auditory and visual)
• Use Mrs. V’s website to watch PowerPoints and visit online, interactive websites. (Visual)

Aren’t they smart learners? Our job as the adults in their lives is to hold them accountable for doing their job. Their job is to study this information in a manner that fits best with their particular learning style. So please check in with your child and see what you can do to help him/her with this process. Then make a plan and stick to it. But the important thing to remember is that we can’t do it for them. Only they can commit these things to memory. Our job is to hold them accountable and assist them in their attempts if they need it. 

REMINDERS:
• The Announced Geometry/Measurement Test is coming up on Wednesday, March 24th.
• Geometry/Measurement Study Guide is due Thursday, March 25th.
• Julia Robinson Mathematics Festival (for girls) is scheduled for Saturday, March 27th @ Cone University Center @ UNCC.
• Spring Break begins on April 2nd (Early dismissal April 1st). Classes resume April 12th.

Pump Up the Volume!

SCIENCE
Did you know that you start the digestion process before you begin eating? Do you know that your small intestines are about 20 feet long and that it takes about 24 hours hours for your food pass from you mouth to your anus? How about the billions of bacteria that live in your large intestines feeding on the food that was not absorbed in the small intestines? Your children do! Please ask them about the amazing digestion system and the fun facts that we were discussing in class this week!

Rubber Bones lab investigation concluded the week in science. We finished our observations and measurements of chicken bones after the calcium was dissolved on Monday and Tuesday in class. The bones that were soaked in vinegar were flexible and the bones in water were not flexible. Please take a moment to ask about this lab investigation, Your children should be able to explain this phenomena. It was a little odorous, ask them why!
We had an opportunity to work on our t-shirts this week on Friday. The students added the stomach, liver, small intestines and large intestines. These body system shirts are developing very nicely! I am excited for them to bring them home and share them with you!

We had a web investigation this week on the digestive system. We explored two very different but informative web sites. They are http://www.sciencenetlinks.com/interactives/systems.html and http://www.neok12.com/Digestive-Systems.htm . If you have an opportunity, please check them out! They are really full of amazing information and a lot of fun too!

MATH
Surface Area and Volume were the names of the game this week in math. Students traveled through the three different stations listed below:

Teacher-Guided Station: Surface Area and Volume of 3-D shapes
In this station, students learned formulas and formatting for solving problems dealing with volume and surface area. We also took this opportunity to sharpen up our calculator skills. Remember that students are allowed to use calculators on their Surface Area/Volume homework this week, however, they must abide by the formatting learned this week during this station. Great examples can be found in the Math Daybooks.

Problem-Solving Station: Packing the Packages
In this station, students worked collaboratively on a wonderful NCTM activity entitled, Packing the Packages. This lesson emphasized the “real-life” application of investigating various designs for packaging soda cans and other items by using geometry to analyze their designs. (To view this activity, see your child's Math/Science binder).

Music/Movement Station: It’s All in the Surface and Pump Up the Volume
In this station, students worked on committing formulas for surface area and volume to memory through the use of song, rhythm, emotion, and movement (Click here to view lyrics). Both of the songs used this week can be purchased from Itunes for $0.99. (Click here to hear a sample and to purchase if interested!) This is a wonderful way to spice up studying! We also explored the nets of common 3-D figures and discovered why the formulas work the way they do.

Next week we will continue to dig a little deeper into these topics and also explore the concept of cross sections. In the meantime, please continue to encourage your child to commit these formulas to memory. A little bit every day is much less stressful (and effective) than cramming the night before! Let me know if you have any questions or concerns! Thanks for all you do!

EOG Study Guide:
A few of you requested a copy of the 7th Grade Study Guide so your child could get a head-start on EOG review over Spring Break. Please click here if you are interested in printing off a copy. Thanks!

Shaping Up!

MATH
This week we launched our study of geometry and measurement. In 7th grade, students study 3-Dimensional geometry, including the measurement and algebra skills of finding finding surface area and volume of solid figures. After administering a pre-test on the learning objectives, I introduced the students to our new content through a great video on 3-Dimensional Shapes in real-life contexts. (Click here to view) We also explored the two new sets of manipulatives we will be using: Omnifix cubes and Geofix shapes (see pictures above). The purpose of these particular manipulatives is to support the acquisition of spatial sense as well as the language of three-dimensional geometry (base, edge, vertices, etc). Our classroom activities included constructing and drawing 3-D shapes, as well as identifying and creating different views (and nets) of the shapes they constructed. These types of activities enhance visualization skills, as well as promote the ability to analyze characteristics of various polyhedra. During this unit, we will focus specifically on the characteristics of the following solid figures:
• Triangular prisms
• Rectangular prisms
• Triangular pyramids
• Rectangular pyramids
• Cubes
• Cylinders
• Spheres
• Cones
Students will also be responsible for mastering the formulas for surface area and volume for the following solid figures:
• Triangular and rectangular prisms
• Cylinders

Normally, I do not allow students to use calculators on homework assignments. However, I am suspending this policy throughout the duration of this unit on geometry assigments. (Note: Students still should NOT use a calculator on Mixed Review assignments). Since the objective of these assignments will be mastery of the formulas and not necessarily the calculations, I believe the use of a calculator is very appropriate. I have made it clear to the students, however, that I do expect them to show all formulas and number sentences as “stand-alone answers” are not sufficient demonstration of knowledge.

The Geometry/Measurement Test was announced this week during class for Wed/Thurs March 24th and 25th. Study guides were handed out to the students, and they will be due during Advisory on Thursday, March 25th. However, if your child is in Section 2 or 3, then he/she should make sure the study guide is completed prior to taking the test to receive the intended benefit. In addition to this Study Guide and other homework assignments that will be coming home weekly, I highly encourage the students to make use of their wonderful Math On Call resources, as well as the information I provide on http://www.mrsv.org/.

Just so you know… upon return from Spring Break we will begin our EOG Testing Review, Preparation, and Practice unit. I have Study Guides for this test that we will begin at that time. If you feel your child would benefit from this information prior to then, please let me know, and I’ll gladly get you a copy! Thanks for all you do!

SCIENCE

"GOT MILK?" Calcium was one our minds and in our bones this week in science. We began the week with a lesson on the skeletal system. We are talking about what makes bones and why bones are so important. We were talking about osteoporosis and how calcium consumption now will help them have healthy strong bones when they are older adults. We talked about how much the body needs calcium for our teeth and bone strength, all cellular metabolic processes, blood clotting, blood vessel dilation and constriction. If you body needs calcium and you have not consumed enough in your diet your body withdraws the calcium from your bones for all the other calcium requirements. According to the American Academy of Pediatrics, children and teens between 9-18 years old require 1200 mg of calcium per day. We calculated our average calcium intake to see if we were acquiring enough calcium. I was happy to see most of the children were acquiring their daily requirements of calcium! To illustrate this we are removing all the calcium from chicken bones to observe what happens to the bone. "Got Milk?" lab investigation will conclude on Monday and Tuesday. Please ask you child about their "rubber bones" and why they became so flexible!

Bones need skeletal muscles to move. We had an activity this week to compare our upper body strength against our lower body strength. The students had a wonderful time pushing their muscles to the limit to find out how many pounds of pressure they exert with the upper and lower muscles! We practiced our comprehension and note taking skills with an outline from a body systems book on the muscular system. We reviewed the muscular system outlines and elaborated on the muscular system Friday in class.

We also had an opportunity to observe muscle cells, bone cells, cartilage, and blood cells with prepared slides. These slides are beautiful and show how different the cells appear for cells that have different functions!

Our tee shirts were utilized this week too! We we able to draw with accuracy and beauty the skeletal and muscular system on the tee shirts. this is just the beginning of our "Draw your Insides on the outside" project! The students worked really hard on this activity and i can not wait to see their products!

No Bones About It!

SCIENCE
Why didn't the skeleton go to the school dance?
He had no body to go with!!!

The skeletal system was our focus this week as we continued on our journey on the human body systems. This week was full of science stations to include many small lab investigations on the skeletal system. Station 1 was called Keep Your Bones in Shape. We determined that the shape of the bone gives the skeleton a strong support system to carry a body's weight. The students tested three different shapes (triangular, square, and cylinder) made of index cards. We placed books on the index cards to test if the shape did support more or less books. Please ask your child what shape held the most books and why or bones are that shape. Bone is made of MANY layers of tissue. In the compact bone there are circular structures called the Haversian system. This system protects the blood vessels in the center of the bone tissue and keep the bones very strong. To test the Haversian system the students tested straws in a random pattern and straws in a circular pattern. They discovered that the Haversian pattern was much stronger. Station 2, Celebrate Vertebrates and Fight Friction tested the joints, synovial fluid and why our backbones are made of 26 vertebrae instead of one long bone. The 3rd station, Building the Framework recreated a skeleton on paper and applied the scientific name of the bone (humerus) to the picture of the bones.

The stations were a lot of fun and the students enjoyed the wide variety of activities!
We began working with our t-shirts this week. The students were introduced to the idea of wearing their interior body systems on the exterior t-shirts. We will be drawing the body systems on front and back of the shirt. We will continue working on our body system t-shirts on Fridays!

The last activity for the week was Chicken Wing Dissection. Your children had an amazing time dissecting grocery store chicken wings. We observed the dermis, muscles, tendons, ligaments, and bones. This activity really demonstrates that even though the body systems are separate they must work together for the organism to live!

Have a wonderful weekend and tell your children to get ready for more bones and muscles next week!

MATH
This week we reviewed all previous learning from the Data, Statistics, and Graphing Unit. The students worked collaboratively in pairs to analyze data collected during the worm dissection. Then, using this data, they composed test questions which was compiled into a subsequent “team test.” I once heard that a teacher’s ultimate goal is to work him/herself out of a job. Thomas Carruthers put it this way: “A teacher is one who makes himself progressively unnecessary.” I’m happy to report that this week I felt rather unnecessary! YAY! Watching these kids own their learning in this capacity is what every teacher strives for. My soul was definitely fed watching them in action this week.

Next week we move ahead to our final unit of the year – Geometry and Geometric Measurement. I can’t believe how quickly the time has passed as we are embarking on our concluding unit prior to testing! Wow! The geometry learning objectives for 7th grade focus heavily on surface area and volume of 3-dimensinoal figures, as well as the similar and congruent 2-dimensional figures. I look forward to the exciting learning that lies ahead of us!

We're Diggin' It!

SCIENCE
Many famous people have recognized the ecosystem services that earthworms provide. Cleopatra declared earthworms to be sacred, and forbade Egyptian farmers from removing them from the land. Aristotle called them the “intestines of the soil.” Charles Darwin, who studied earthworms for 39 years, said, “It may be doubted whether there are many other animals in the world which have played so important a part in the history of the world than the earthworm." We began our dissection by understanding the ecological impacts earthworms have on the environment. Please take a moment and ask to see your child's lab investigation on the earthworm dissection. I wold LOVE it if you would take a moment to ask why we depend on earthworms for our survival on this planet!

This week we began body systems by dissecting earthworms, Lumbricus Terrestris. These remarkable invertebrates have some very interesting body systems that we were able to observe through dissection. We observed the digestive system, the reproductive system, the nervous system and the circulatory system. These systems are much more simple that our body systems but provide an amazing springboard for learning about our body systems! I am hoping that the students will be much more interested in learning about the digestive system now that they have seen the pharynx, esophagus, crop, gizzard, intestines of the earthworm! We can compare our systems to the earthworms for greater understanding of the functions of each organ and how they are connected to work as a system by extracting nutrients from our food for our cells. This will allow the students to move into deeper understanding of the body systems as they are now participants in their learning through the dissection process. We will conclude our unit on body systems by dissection a frog, which as a vertebrate is much more similar to our body systems.

The week concluded with a web quest on the human body systems. The web site http://yucky.discovery.com/flash/body/ is very interesting! The Cool and Gross Body is a very comprehensive web site that allows students to learn the body systems and organs through questions such as,"Why do I burp?". This is always a great way to get middle school students interested in science!

We will begin using the white tee shirts next Friday in class. If you have not sent one in, please do or let me know if I can help you find one. Target, Walgreens and Walmart all had shirts for less than $3.00. A closet in your home is a good spot to look too. A man's undershirt will work wonderfully. We will be drawing on the shirt with sharpies, markers, and paints. This will be a work of art about the body systems!

I can't wait for next week! Muscles, tendons, and bones are on the docket through chicken wing dissection!

Math
This week we applied our previously learned knowledge in the Earthworm Dissection Lab by collecting data on the following: the total number of segments, the number of segments between the clitellum and mouth, and the total length in cm. This data will be used this week to construct histograms, determine percentages, and make inferences. The students can also expect to see this data again on the application of their announced test on Friday! 

We also learned about histograms. A histogram is a way to show how often data falls into different ranges, or intervals. To incorporate reading skills in the content area of math, I had the students use their Math On Call text in partners (or individually depending on their preference) to answer some leading questions that I placed on the overhead. Then we discussed our interpretations of the text in a whole group setting. Following the acquisition of this background knowledge, we constructed histograms and bar graphs on the topic of “TV”. This allowed us to compare and contrast the ways in which histograms are alike and different. For more details, please see your child’s daybook.

Reminders:
The Data Analysis and Graphing STUDY GUIDE is due this Thursday, February 25th. The Data Analysis and Graphing TEST will be this Friday, February 26th. Please hold your child accountable for preparing for this test at home using appropriate resources such as homework from this unit, the Math On Call reference book, http://www.mrsv.org/, and their daybook notes. Thank you, in advance, for the support you provide at home! It truly makes all the difference!

Who's Normal?

MATH
This week we concentrated on collecting, organizing, displaying, and analyzing data through a really neat AIMS activity entitled, Who’s Normal?. First we measured height in centimeters using tape measures. Then we recorded our class data on data notes and arranged it from least to greatest on sticky notes. We analyzed the data looking at the measures of central tendency (range, mean, median, and mode). Since our data included no “true” outliers, as a class, we decided on one famous person per class to add to our data set. Our choices included, Too Tall Jones (NFL player), Vern Troyer (aka – Mini-Me), Lao Ming (NBA player), and Robert Wadlow (the tallest man to have ever lived). After some quick research done by our wonderful co-teachers, Mrs. Smith and Mrs. Alter, we were able to obtain measurements for these “guest data” points in feet and inches. I added another layer of math by requiring the students to convert the feet and inches to centimeters. Then by including these “guest” outliers in our data set, we were able to explore the effect outliers have on the mean and range by pondering the following questions: What effect do outliers have on the mean of a set of data? What information should be taken into consideration?

Since one of our learning objectives involves comparing various sets of data, we split up into three groups and constructed three different box-and-whisker graphs: 1) the height of the all people in students in our class 2) the height of the girls in our class 3) the height of the boys in our class Each group also constructed a line plot. We spent a good deal of time critiquing each others’ work and analyzing the data. Some of the questions posed during this lesson include the following:
• What are the strengths and or purposes of each of the displays?
• Find where you are located in each display. How does that position tell you how typical you are?
• How different do you expect the displays to be for another class at this grade level? How different do you expect the displays to look for a second grade class?....a class of college students?....

Embedded in this lesson were also MANY valuable, rich opportunities to problem-solve (most of which I couldn’t even plan, even if I tried!). For some teachers, there’s nothing more exhilarating than seizing that “teachable moment.” Fortunately for us, we had several of those this week as I heard comments such as “My tape measure isn’t long enough” and “My calculator won’t hold all of my numbers.” Plus you can only imagine the variability that occurs when 20-some students are working with 20-some data points! Whew! It’s always such a joy and delight to watch the multiple ways in which students encounter and solve these types of problems.

To close out the week, we tied up previous learning with a little diddy about how to construct box-and-whisker plots set to the tune of Gilligan’s Island. This can also be found in PowerPoint form on my website. If you are curious to know more about what your child is learning or his/her progress with these specific learning objectives, please visit your child’s daybook and look for the most recent 3-2-1 summarizer and Exit Slip.

SCIENCE

Wow! Science was full of fun and information this week! We tackled two Kingdoms, the Plant Kingdom and began the Animal Kingdom. We dissected flowers to learn about the internal structure of a flower. Each lab group received an Alstremeria Aurea (Peruvian Lily) to dissect. We studied the external structure (petals, stigma, style, anther, and filament) and dissected the plant to learn about the internal structure (ovary, eggs, xylem, phloem). This was and amazing opportunity to learn about the Plant Kingdom and a safe way to learn how to use the dissection kits. The students were introduced to the the scalpel, scissors, forceps, dissection pins, and probes. We practiced using these instruments and mastered how to have a safe laboratory investigation utilizing these sharp instruments.

To begin the Animal Kingdom we studied the least complex group of animals. We studied the Phylum Porifera. This groups contains sponges. We compared a synthetic sponge and a sponge that was once living. The students were surprised that the synthetic sponge did not hold as much water as the sponge that was once living. They were also amazed at the brittleness of the sponge due to the spicules or "skeleton' of the sponge. This lab utilized the mass scales and reinforced our measurement skills.

The last part of the week discussed the variety of organisms in the Animal Kingdom. We discussed the different Plylums and the variety of organisms that encompass the Animal Kingdom. It is a vast Kingdom that is full of variety. The Phylum's in the Animal Kingdom are Porifera, Cnidarian, Platyhelminthes, Annelida, Arthropoda, Mollusca, Echinoderms, and Chordates. These organisms show how vast, different, and specialized these organisms are to maintain life in their environments. We also practiced with a dichotomous key to learn how scientist break organisms in to groups based on physical characteristics.

I requested a white tee shirt from each student. Please turn one in next week with your child's name and section written on the inside of the shirt collar. We will be using these shirts to draw the body systems that we are currently studying. I am hopeful that this will be an exciting and educational method demonstrating our knowledge of the body systems! thank you again for your support!

If you have a background in the medical field and would like to share your gifts, please let me know! I am trying to set up seminars about the body systems and I know the students would love to be inspired by you!

Box-and-Whisker Bliss

MATH
This week we charted new territory (both figuratively and literally) as we began our study of data analysis and graphing. Of all the mathematic objectives I teach, this is among one of my very favorite units due to the opportunity to cultivate students’ critical thinking skills. These skills include thought processes such as comparing/contrasting, analyzing, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. Most importantly, it’s about making observations and asking questions – my favorite! Steven D. Schafersman sums it up nicely when he states, “Life can be described as a sequence of problems that each individual must solve for one's self. Critical thinking skills are nothing more than problem solving skills that result in reliable knowledge. Humans constantly process information. Critical thinking is the practice of processing this information in the most skillful, accurate, and rigorous manner possible, in such a way that it leads to the most reliable, logical, and trustworthy conclusions, upon which one can make responsible decisions about one's life, behavior, and actions with full knowledge of assumptions and consequences of those decisions.” So as I said earlier, I believe collecting, displaying, interpreting, and contemplating various data provide excellent opportunities to hone these important skills.

This week we focused on the following types of graphs: back-to-back stem-and-leaf plots, histograms, line plots, and box-and whisker plots. We also learned about outliers (data points that occur way outside of the cluster of data), what causes them, and the effect they have on a data set by watching an excellent online video (click here to view). To make this experience more meaningful, students then had to create situations where they, themselves, would be considered outliers. Be sure to ask your child about his/her example. Mrs. Alter led a wonderful lesson, Wetheads, in which students used back-to-back stem-and-leaf plots to compare predictions to actual outcomes within a science experiment context. We also learned how to construct a box-and-whisker plot which is useful in comparing data and showing normal and extreme ranges. First we collected data (which in this case was the various shoe sizes in our room), and then we represented the data in two formats: a line plot and a box-and-whisker plot.

As we progress through this unit, we will continue to explore various modes of displaying data and carefully consider which graphical representation is best suited to each particular situation. Mrs. McMillan is also seizing the opportunity of the upcoming Winter Olympics to capitalize upon these learning objectives. Students will be tracking data in Microsoft Excel, and then learning how to utilize the software to analyze the data and create various graphs.

ANNOUNCED ASSESSMENT:
A Data/Statistics/Graphing Assessment has been announced for Friday, February 26th. Students were given a study guide this week which will be due on Thursday, February 25th. All information pertinent to this unit of study can be found on this study guide as well as the other weekly homework. I truly appreciate everything you do at home to support your student’s development of his/her work ethic and study skills. It makes a HUGE difference!

SCIENCE
I wanted to take a minute to update you on the science concepts being explored in science. We are studying the different classification Kingdoms, We have been moving from the least complex organisms to the most complex organisms. We have completed the Monera Kingdom, Protista Kingdom, Fungi Kingdom and we are concluding the Plant Kingdom. Last week we studied the Fungi Kingdom with a dissection of club fungi (mushroom) and observing sac fungi (yeast) consume sugars. We have had a lot of fun and observed really amazing parts of the fungi that we use regularly in our homes.

We will be moving into the body systems in the upcoming weeks,. We will dissect a worm and a frog. We will compare their body systems as we learn about our own body systems. I am looking forward to this! I have many exciting labs to conduct in class and Mrs. VonCanon has lovely math activities to accompany the body systems. It has come to my attention that many of the parents of my talented students are in the medical field. I would LOVE to incorporate your medical knowledge into our study of the body systems. If you are interested in giving a seminar to our seventh grade students I would really appreciate it! We try to have seminar on Friday mornings. If this day is not possible for you, please let me know and I can try to work out another time for you to share your gifts with our students!

I am also requesting that you send in a white t-shirt in with your child. This t-shirt will be used in the upcoming weeks to draw the different body systems on. Please label the t-shirt with permanent marker name and section. This can be on the inside of the shirt. If this is a financial challenge, please let me know and we will be happy to help you!

Last bit of information. I wanted to share the science assessment descriptions with you. When you read, "Technology-Evaluates and applies the multiple components of technological design in making decisions." I am referring to using the science equipment correctly. Recently we have been using the microscopes, creating wet mount slides, and other pieces of science materials for lab investigations. The "Human Body system" is the cell organelles and cell processes. If you need any clarification please let me know!

Great job on Student Led Conferences, students! We are so very proud of you!!!!

Hay, Science Is Super Exciting!

SCIENCE
This week we began with a laboratory investigation on protist. We observed protist and protist cysts (hard shells protist use to hibernate during times that conditions are too harsh to survive) in samples of hay infusion. Hay infusion is the process of taking hay and placing it in water at room temperature for 7-14 days. The cysts that protist use to protect themselves break apart and the protist can emerge to carry out all life processes. Please ask your child how the cysts ended up in the hay! This was also an amazing opportunity for your child to master their microscope skills. It takes a lot of practice and skill to be able to locate and observe these microorganisms. Your children were able to locate a variety of protist, protist cysts, bacteria, algae and hay pieces. I am so proud of each one of them!

The rest of the week was dedicated to preparing for Student Lead Conferences. We chose two lab investigations for each unit to analyze our strengths and weaknesses. The outline that we are using to prepare for SLC's is in our math/science binder. Please feel free to review this with your child. I am thrilled with the reflections on their work. We will continue to analyze our laboratory investigations, set goals and conference together next week.

MATH
This week we continued with our preparations for the upcoming Student Led Conferences by analyzing and correcting past mistakes, selecting work samples, preparing materials, and meeting with Mrs. V for specific feedback on our progress in math this year. We also began our next unit of study, Data, Statistics, and Graphing, by reviewing key vocabulary terms for Central Measures of Tendency: range, mean, median, and mode. To appeal to all modes of learning (visual, auditory, and kinesthetic), we learned a song and dance to assist us with retrieving this information out of our long term memories. (Click here to view excerpts performed by some very brave souls: Section 1, Section 2, Section 3, Section 4 ). We also blended art with this content by using one of my favorite activities for vocabulary development called Concrete Spellings. In Concrete Spellings, students spell words using letters that form shapes to express the words’ meanings. (For examples, see slideshow above). After everyone had attempted their own drawings, we then circulated throughout the room observing each others’ ideas. This sparked a lot of great conversation amongst the kids, thereby adding to the auditory component of this lesson. Now that we’ve set the stage for learning by building some background information, let the data collecting begin!

We want to take this opportunity to welcome Ms. Lynn Curley to the 7th grade team! Although we will miss Ms. Veronica immensely, we are very excited about everyone's new roles!

Best wishes to all!

Water World of Life and the Hug of Death

SCIENCE
This week was really amazing!!! I want to begin with sharing with you the success of your child's progress on the science assessment of Cell Me About It, an assessment of cells and cell processes. Your children knocked my socks off with their hard work in and out of the classroom last week to prepare for this assessment. The purpose of this test was to expose your child to methods of preparing for an assessment. We talked about studying in short amounts of time on a daily basis, making flash cards, rereading the material, creating outlines/notes and studying in small groups. The assessments were phenomenal! Many of these concepts were very abstract and your children did exceedingly well! Please take time this weekend to review the assessment with your child. Please allow them to share with you the strategies that they used to acquire such a high level of knowledge!

Wednesday we explored the Kingdom Protista. We had an opportunity to observe plant-like and animal-like protist under a microscope. We observed volvox, paramecium, amoeba, and euglena. We were able to determine if they were plant-like or animal-like from the color of the organism. The plant-like protist have chloroplast and had a green color. We also noticed all the different ways protist can propel themselves through the water with flagellum, pseudopodia and cilia. I loved observing your children's reaction as we watched an euglena rush through the drop of water. They were also surprised at how slowly the amoeba moved. it was a wonderful time in the science classroom! We will continue protist with a lab on hay infusion next week.

To continue studying the diversity of the microscopic world we observed hydra and daphnia on Thursday. These organisms are from the Animal Kingdom are are complex with organs and organ systems. Please ask about this lab investigation! I have heard from several students that this was the "best lab yet". We were able to see the daphina's heart beating! We were able to observe the hydra's tentacles with their stinging cells attack the daphnia in a predator and prey relationship. This was definitely a WOW lab investigation! Thank you so much for allowing me this opportunity to work with such engaging and exciting people. Your children bring me so much pleasure with their constant enthusiasm!!!

We finished the week with a film on biology hosted by Bill Nye. This film talked about all the fascinating work that scientist have accomplished in biology. We were able to connect our lab investigations with many great scientist and their studies of cells and cell processes.
I wish you a wonderful weekend and I can not wait to see everyone again on Tuesday!

MATH
As stated in the previous post, I have temporarily suspended new instruction while I use this time to conference, reteach, and extend previously-learned concepts in math class. I am focusing not only on mathematical skills and objectives, but also on behaviors such as class participation and study skills as I sit and talk with each student, one-on-one. While this process is very time-consuming, I find it to be incredibly meaningful, and therefore, well worth the time. As I meet with each student, other students are working collaboratively on correcting mistakes on past exams and preparing for the math and science portions of their upcoming Student Led Conference. As I reflect back to last year’s SLC, I am profoundly struck by the students’ growth. Certainly they have matured academically, being able to handle much more sophisticated types of mathematical applications, but I’m also so pleased with their intrinsic drive to work independently to best of their ability. Observations such as these warm a teacher’s heart!

Recently, I read an article in the Charlotte Observer entitled, “How To Nail the College Interview.” While these students still have a few years before they need to start thinking about things such as these, I couldn’t help but think about what a marvelous system we have intact for students at CSD. Of all the schools in which I have taught, these students are by far more articulate than most others. I truly believe this is because of the highly interactive way in which the teachers approach instruction at our school. Students are encouraged to learn by doing. Then they are encouraged to talk and write about what they are learning. These critical thinking and language skills are embedded into every aspect of the curriculum, resulting in young people who are not only knowledgeable of content areas, but who are becoming adept in the “art” of conversation. SLC’s are yet another wonderful opportunity for students to prepare for future occurrences in meaningful, “real-life” ways. So as Barbara Christian used to say, “prepare to be bedazzled” by your child!

A Quick Note About Homework….
I am far more concerned with the process of solving problems than the particular answer, itself. In the case of this week’s homework, can they use corresponding sides of similar figures to set up proportions in order to solve for the unknown? I completely understand how frustrating it is that errors occur so frequently on the answer keys, and for that, I am offering my most sincere apology. Even with computer-generated sheets AND the assistance of an amazing parent volunteer, it seems that mistakes are inevitable. However, I have decided that this is not altogether a bad thing. Kids tend to catch these mistakes all of the time, which tells me that they are thinking critically about what they are doing. I will continue to strive for perfection with this, but realistically speaking, there are probably going to be mistakes on future answer keys. So if things seem way off to you as a student or a parent, the key is probably wrong. First, retrace your steps and make sure you have used the correct process. Then retrace your calculations to make sure they are correct. I know this can become tedious, so there is absolutely nothing wrong with picking up a calculator to help you do this. I ask for the homework to be calculator inactive so that students will keep their calculation skills sharp, but when dealing with a tricky problem for which you cannot seem to locate an error of your own, by all means, use the calculator to double check the work. If we keep in mind the following: homework is simply a means of practicing previously-learned material and keeping calculations skills sharp, then we can use our best judgment at home when problems arise. In my eyes, it’s about the “thinking”; not about the “answer.” Thanks for all you do! I appreciate it more than words could ever say! If you’re at a loss for how to help with homework, click here for some suggestions….

“The function of education is to teach one to think intensively and to think critically... Intelligence plus character - that is the goal of true education.”
~Martin Luther King~

Cell Me About It!

SCIENCE
This week we continued with our cell unit. We discussed the cellular process of mitosis. Mitosis is the asexual reproduction of cells. One cell divides into two identical cells. Your children were really amazed that they were able to see chromosomes so well under a microscope and easily find examples of all four stages of mitosis. We observed prepared onion slides and were able to observe prophase, metaphase, anaphase, and telophase. To continue with our mitosis comprehension, we created mitosis flip books. These were really interesting to create and share with peers. The purpose was to demonstrate the cellular mitosis was a continuous cycle with interphase as a stage for growth and cellular development. Please ask to see your child's mitosis flip book. They are really wonderful examples of the stages of mitosis! Please have your child explain the changes in the cell at each stage!

We are having a science assessment on Cells and Cell Processes on Monday, January 11th. I have given your child an outline of what they need to study to prepare for this assessment. In your child's binder you will find several lab activities. They should be reviewed and the background information should be focused on.

The labs are:
L. Pasteur's Broth Experiment
Observing Bacteria in Yogurt
Comparing animal and plant Cells
Egg-citing Egg-periment
Cello Jello
Mitosis and Onion Cells

Key points of the assessment are organelles of a cell, osmosis and diffusion, how to use a microscope/parts, understanding the difference between plant cells and animal cells, and the stages of mitosis.

Also, here is a video clip of students reviewing in class. I hope this clip helps your child in his/her studying endeavors!

If you have any questions, please call or email me at anytime!

MATH
I have no news to report this week since I spent all of last week thoroughly assessing the students understanding of all the mathematic concepts we've learned this year. This week we will begin our preparations for the upcoming Student Led Conferences; therefore, I am temporarily halting new instruction, and instead, using classtime to individually conference with students. I'm really looking forward to having the students share their newly-gained knowledge with you in a few weeks! After SLC's, I will resume instruction by delving into a Data/Statistics Unit based on the human body. It will be loads of fun and will tie in beautifully with what Mrs. Smith is doing in science. Just keep in mind that new instruction will be temporarily suspended as I will use the next couple of weeks to reteach and extend previous learning....

Cello-Jello!

SCIENCE
Osmosis and Cello Jello were the big science activities this week. We had a wonderful time learning about cell processes with eggs. We placed eggs into vinegar last week to dissolve the outer calcium carbonate shell. With the shell removed we were able to allow the cell membranes to demonstrate that they are semi-permeable by placing the eggs into two solutions. One solution was tap water and the other solution was salt water. The eggs both changed sizes and the yolks were drastically different due to osmosis. The salt water egg was slightly smaller and the yolk was a small, tight ball. This was the result of the salt water effecting the water amount in the yolk (vacuole) of the egg. The tap water egg was slightly larger and the yolk was large and soft due to the increase in water amount. Your children loved the whole three day lab and were so excited about he breaking of the eggs for observations! I hope you enjoy the photos as much as I do! The expressions on your children's faces were priceless! (Click here to watch a video clip from this very cool lesson).
Cello Jello was the last part of the week. We used jello as the cytoplasm of our animal cells and added candy to the cells to demonstrate organelles of the cell. We learned about each organelle and how it helps the cell carry out all cell processes such as cellular respiration. This was a fun and delicious activity! Thank you for all your candy donations! They made this activity a success!

MATH

We wrapped up the year 2009 by taking an announced test on the Algebra Unit we've been engaged in for the past few weeks. This week the students will be analyzing and correcting errors on these tests. This provides me with an excellent opportunity for reteaching and individualizing instruction. I will send home these assessments this week so you can monitor your child's progress as well. PLEASE take care to sign this assessment and return to school for my records. Thanks for all of the support you show at home! Your input and guidance make a world of difference, particularly in regards to helping your children acquire, refine, and practice study skills!

REMINDERS:

• No homework was assigned over the break. New homework assignments will be made this Thursday, January 7th and will be due next Thursday, January 14th.
• Therefore, there will be NO MATHLETES THIS WEEK. We will resume our sessions next Tuesday, January 12th.

This fall has been wonderful, but we have found due to the significant amount of illness, we are running low on paper towels and disinfectant wipes. If you are able to send in either of these, we would really appreciate it! Thanks for all you do!

Happy New Year!